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Egerhag, H., Selenius, H., Fälth, L. & Svensson, I. (2023). Decoding intervention for L2 students in Sweden: A single-subject design study. Reading in a Foreign Language, 35(2), 247-269
Open this publication in new window or tab >>Decoding intervention for L2 students in Sweden: A single-subject design study
2023 (English)In: Reading in a Foreign Language, ISSN 0264-2425, E-ISSN 1539-0578, Vol. 35, no 2, p. 247-269Article in journal (Refereed) Published
Abstract [en]

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.

Place, publisher, year, edition, pages
University of Hawaii, 2023
Keywords
decoding, bilingual education, instructional intervention, Swedish
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125013 (URN)001088785300005 ()2-s2.0-85174910714 (Scopus ID)
Note

Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.

Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-11-15Bibliographically approved
Fälth, L., Selenius, H., Sand, C. & Svensson, I. (2023). Decoding intervention for young students with mild intellectual disabilities: A single-subject design study. Journal of Intellectual Disabilities
Open this publication in new window or tab >>Decoding intervention for young students with mild intellectual disabilities: A single-subject design study
2023 (English)In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309Article in journal (Refereed) Epub ahead of print
Abstract [en]

Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.

Place, publisher, year, edition, pages
Sage Publications, 2023
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-125756 (URN)10.1177/17446295231208819 (DOI)001100883000001 ()2-s2.0-85176789661 (Scopus ID)
Available from: 2023-11-21 Created: 2023-11-21 Last updated: 2023-12-07
Almgren Bäck, G., Lindeblad, E., Elmqvist, C. & Svensson, I. (2023). Dyslexic students' experiences in using assistive technology to support written language skills: a five-year follow-up. Disability and Rehabilitation: Assistive Technology
Open this publication in new window or tab >>Dyslexic students' experiences in using assistive technology to support written language skills: a five-year follow-up
2023 (English)In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115Article in journal (Refereed) Epub ahead of print
Abstract [en]

PurposeThis study presents several accounts of user experiences with assistive technology (AT). Although previous studies on dyslexic students reported promising results from using audiobooks, text-to-speech (TTS), and speech-to-text (STT), qualitative research is relatively sparse and short-term, and little is known about adolescents' long-term experiences of using AT in schools. Therefore, this five-year follow-up study aimed to describe dyslexic students' experiences of AT.Materials and methodsNine students with dyslexia were interviewed using a semi-structured framework and a descriptive pattern-based thematic analysis. The students had previously participated in an AT intervention in Sweden.ResultsThree main themes are reported: Contextual factors: facilitators or barriers; Emotional responses in the learning environment; Developing meaningful strategies. The results align with previous research findings that audiobooks are beneficial throughout the school years, while STT is of mixed utility. TTS was mainly used in learning to decode texts. Continued AT use is discussed thematically, concretising experiences connected to schools' multilevel support.ConclusionsThis study can contribute to the development of AT academic practices enriched by users' views. The findings reveal factors enabling or hindering students' continued AT usage. Contextual factors in schools concern organisational elements rather than AT accessibility. Students' emotional responses (using AT in the classroom) are influenced by dyslexia self-acceptance and AT attitudes. Students' understanding of how and why to use AT may limit the development of meaningful strategies. Implications and suggested further research are provided to improve dyslexic students' AT experiences and success in school.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Reading and writing disability, dyslexia, assistive technology, experiences, thematic analysis
National Category
Learning
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-119818 (URN)10.1080/17483107.2022.2161647 (DOI)000931998500001 ()36641779 (PubMedID)2-s2.0-85146323355 (Scopus ID)
Available from: 2023-03-17 Created: 2023-03-17 Last updated: 2023-11-07
Nilvius, C., Fälth, L., Selenius, H. & Svensson, I. (2023). Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n  = 759), significantly fewer students in the RtI group (n  = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Response to intervention(RtI); multi-tiered system ofsupport (MTSS); reading; at-risk; reading difficulties; primary education
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-124953 (URN)10.1080/00313831.2023.2263469 (DOI)001073066100001 ()2-s2.0-85173932322 (Scopus ID)
Funder
Swedish Research Council, 2017-06039
Available from: 2023-09-29 Created: 2023-09-29 Last updated: 2023-11-21
Carlsson, R., Svensson, I., Jacobson, C. & Warkentin, S. (2023). Linking aberrant pauses during object naming to letter and word decoding speed in elderly with attention complaints. Nordic Psychology, 75(3), 213-226
Open this publication in new window or tab >>Linking aberrant pauses during object naming to letter and word decoding speed in elderly with attention complaints
2023 (English)In: Nordic Psychology, ISSN 1901-2276, E-ISSN 1904-0016, Vol. 75, no 3, p. 213-226Article in journal (Refereed) Published
Abstract [en]

Attention deficit and reading difficulty are often comorbid in neuropsychiatric disorders of childhood and adolescence. Although recent research has shown how these two domains may interact in children, knowledge about such interaction in elderly is lacking. The present study tested whether this association is also present in healthy elderly with undiagnosed attention problems. Thirty-two subjects (65+ years) with life-long complaints of attention and with a Mini Mental (MMSE) cutoff of 27 points were tested with MapCog Spectra (MCS), with a word recognition test (Word Chains test) and CANTAB subtests of attention. All tests were presented on a tablet, except for the Word Chains test. The participants mean MMSE score was 29 points and their mean age was 71.5 years. Strong correlations were seen between the Word Chains test and the MCS, suggesting that a high number of aberrantly long pauses during serial naming was associated with fewer identifications of letters, words and sentences. The number of aberrant pauses was also associated with slower Reaction Time and a lower score on the Attention Shifting task of the CANTAB. The results were not associated with either gender or general intelligence. This study shows that attention is linked to decoding speed irrespective of intelligence and gender. We therefore suggest that a clinical assessment of attention deficit should also include an assessment of decoding ability, and vice versa, as these cognitive functions are strongly interdependent.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Attention difficulty, CANTAB, elderly, MapCog Spectra, Word Chains Test
National Category
Geriatrics Psychiatry
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-114101 (URN)10.1080/19012276.2022.2075438 (DOI)000797374500001 ()2-s2.0-85130825714 (Scopus ID)
Available from: 2022-06-15 Created: 2022-06-15 Last updated: 2023-09-19Bibliographically approved
Roos, H., Fälth, L., Karlsson, L., Nilvius, C., Selenius, H. & Svensson, I. (2023). Promoting basic arithmetic competence in early school years - using a response to intervention model. Journal of Research in Special Educational Needs, 23(4), 263-388
Open this publication in new window or tab >>Promoting basic arithmetic competence in early school years - using a response to intervention model
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2023 (English)In: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 23, no 4, p. 263-388Article in journal (Refereed) Published
Abstract [en]

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1-9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10-19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
basic arithmetic competence, early school years, mathematics, number sense, RTI
National Category
Educational Sciences
Research subject
Mathematics, Mathematical Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-121486 (URN)10.1111/1471-3802.12602 (DOI)000986508900001 ()2-s2.0-85159067302 (Scopus ID)
Available from: 2023-06-08 Created: 2023-06-08 Last updated: 2023-09-06Bibliographically approved
Egerhag, H., Fälth, L., Nilvius, C., Selenius, H. & Svensson, I. (2023). Promoting decoding among young students with Swedish as a first and second language within a response to intervention model. Journal of Childhood, Education & Society, 4(2), 176-192
Open this publication in new window or tab >>Promoting decoding among young students with Swedish as a first and second language within a response to intervention model
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2023 (English)In: Journal of Childhood, Education & Society, E-ISSN 2717-638X, Vol. 4, no 2, p. 176-192Article in journal (Refereed) Published
Abstract [en]

Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.

Place, publisher, year, edition, pages
Journal of Childhood, Education and Society, 2023
Keywords
RTI, Swedish as a second language, reading, young students
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-123291 (URN)10.37291/2717638x.202342282 (DOI)2-s2.0-85168825514 (Scopus ID)
Funder
Swedish Research Council, 2017-06039
Available from: 2023-07-15 Created: 2023-07-15 Last updated: 2023-11-21Bibliographically approved
Svensson, I., Fälth, L., Selenius, H. & Nilsson, S. (2023). Reading interventions among patients at a forensic clinic: a one-year follow-up. Journal of Forensic Psychology Research and Practice, 23(5), 489-502
Open this publication in new window or tab >>Reading interventions among patients at a forensic clinic: a one-year follow-up
2023 (English)In: Journal of Forensic Psychology Research and Practice, ISSN 2473-2850, E-ISSN 2473-2842, Vol. 23, no 5, p. 489-502Article in journal (Refereed) Published
Abstract [en]

Several previous studies have shown an overrepresentation of reading and writing difficulties among patients in psychiatric clinics. However, few studies have conducted reading interventions aimed at improving patients' reading ability. The present study aimed to investigate the sustainability of a previously implemented reading intervention one year after completion. Furthermore, the purpose was to examine how patients perceived a reading intervention and how they experienced their previous schooling. Participants comprised 20 patients who had previously undergone 13 sessions of reading interventions. The results showed that the patients had maintained the same reading level they had immediately after the interventions ended. Most participants had experienced troublesome schooling. However, they perceived reading interventions as a rewarding and meaningful activity at the institutions. The results are discussed concerning social, pedagogical, and psychological aspects.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Reading difficulties, forensic patients, psychiatric clinics, interventions, longitudinal design, adults, sustainability
National Category
Psychology
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-111107 (URN)10.1080/24732850.2022.2050332 (DOI)000770269900001 ()2-s2.0-85126822148 (Scopus ID)
Available from: 2022-04-07 Created: 2022-04-07 Last updated: 2024-02-27Bibliographically approved
Mossige, M., Bundgaard Svendsen, H., Almgren Bäck, G., Svensson, I., Dolmer, G., Fälth, L., . . . Selenius, H. (2023). Study Protocol: Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production. Nordic Journal of Literacy Research, 9(2), 99-123
Open this publication in new window or tab >>Study Protocol: Text Performers—Using Speech-to-Text Technology to Support Students With Dyslexia During Text Production
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2023 (English)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 9, no 2, p. 99-123Article in journal (Refereed) Published
Abstract [en]

This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10–12-year-old students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-125757 (URN)10.23865/njlr.v9.3768 (DOI)
Available from: 2023-11-21 Created: 2023-11-21 Last updated: 2023-11-22Bibliographically approved
Fälth, L., Brkovic, I., Kerestes, G., Svensson, I., Hjelmquist, E. & Tjus, T. (2023). The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration Across Countries. Reading Psychology, 44(3), 225-241
Open this publication in new window or tab >>The Effects of a Multimodal Intervention on the Reading Skills of Struggling Students: An Exploration Across Countries
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2023 (English)In: Reading Psychology, ISSN 0270-2711, E-ISSN 1521-0685, Vol. 44, no 3, p. 225-241Article in journal (Refereed) Published
Abstract [en]

The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils’ reading development in two different countries with different educational systems and as diverse orthographies as the shallow Croatian and the relatively deep Swedish orthography. It became clear that Swedish teachers have a tradition of implementing interventions as opposed to Croatia where there is no tradition of teachers conducting intervention studies in school. Comparing different school systems is difficult which is evident in the results that differ between the two countries. However, the results indicate that the multimodal reading training program used in the intervention had positive effects on pupils’ literacy development, including decoding, spelling, and reading comprehension in both countries. 

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Reading disabilitis, intervention, Swedish, Croatian
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-117437 (URN)10.1080/02702711.2022.2141399 (DOI)000878070200001 ()2-s2.0-85141360924 (Scopus ID)
Available from: 2022-11-10 Created: 2022-11-10 Last updated: 2023-03-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2608-6204

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